A teacher tells how she uses the game of chess to introduce students to formal geometry by drawing analogies between rules of chess and deductive systems. (JP)

Graphs of exotic functions which can be defined using algebraic operations are discussed. (SD)

A series of five questions, related to a specific example, outlines the process of applying mathematics to real-life problems. These include needed information, translation, assumptions, solution, and generalizations. (MP)

Basic skills are defined as the method of inquiry or the process of mathematics. The calculator is discussed as being potentially useful in extending process skills. (MP)

The events surrounding the olympiad are discussed, test results are given, and the problems on the test are listed. (MP)

The patterns of the coefficients in the expansion of (x + y +z)n are discussed, and a recursive property is developed as a generalization of the Pascal triangle. (MP)

This article shows how an inexpensive calculator can be used advantageously to determine repeating decimals. Even the decimal representations of numbers, such as one-seventeenth and one-nineteenth, can be easily computed. Many examples are given, and some theoretical discussion is included. (Author/MP)

This discussion of the accomplishments of Buckminster Fuller describes the geodesic dome, the Dymaxion principle and its applications, and the Octet-Truss principle. (MP)

Estimating the weight of large pumpkins before harvest presents an opportunity for applying several diverse mathematical topics. A model that allows an estimation by easy tape measurement is derived. (MP)

Shortcuts to use when performing operations with the calculator are given. Algorithms discussed include reciprocals, powers, parentheses, infinite series, and synthetic division. (MP)

This discussion of the mathematics portion of the examination includes topics covered, test development, and sample questions. (MP)

Techniques that can be used in solving various mathematical problems are illustrated by an optimization problem and the accompanying model and solution. (MP)

Allowing students to discover a winning strategy for this game is suggested as a way to introduce modular arithmetic. (MP)

A case is made against the major argument which implies that the use of a calculator for arithmetic problems that can be done by hand will prevent a student from being able to do arithmetic when the calculator is absent. (MN)

An account of student efforts to solve the problem of finding the equations for a pair of parabolas that intersect in exactly three points is given. The deceptively difficult problem leads to the rational root theorem and eventually to computer programs for locating roots and for approximating irrational roots. (MN)